Critical Article Analysis Template: Choose Three Pages

Critical Article Analysis Templatedocxactionschoosethree Peer Reviewe

Critical Article Analysis Template.docx Actions Choose three peer reviewed articles addressing the following topics (see below). Articles can be downloaded free of charge through FIU’s library at the (Links to an external site.) . Once in the system, type in the topics below, and click on search . Article 1: Disproportionality Article 2: Cultural and Linguistic Diversity in Special Education Article 3: Equality and Achievement Please use the attached document titled 3070 Critical Analysis of Articles Template and follow the instructions provided to write your critical reviews.

Paper For Above instruction

The assignment requires selecting three peer-reviewed articles from Florida International University’s library database that focus on distinct topics: Disproportionality in education, Cultural and Linguistic Diversity in special education, and Equality and Achievement. These articles must be credible, scholarly sources that contribute meaningful insights into their respective themes. Following selection, the task is to critically analyze each article using the guidelines outlined in the provided template, which emphasizes evaluation of the authors' arguments, research methods, evidence, and contributions to the field.

Disproportionality in education often refers to the disproportionate representation of certain student groups, such as racial or ethnic minorities, in special education or disciplinary actions (Skiba et al., 2011). Analyzing articles on this topic involves examining the causes identified by researchers, such as systemic biases, assessment practices, or socioeconomic factors, and evaluating the robustness of their evidence. Critical analysis should also consider the implications of these findings for policy and practice, assessing whether the authors propose viable solutions or interventions to address disparities.

For the article on Cultural and Linguistic Diversity in Special Education, a critical review involves assessing how researchers address the challenges and opportunities presented by linguistic differences among students with disabilities (Artiles et al., 2006). It is essential to evaluate the discussion on culturally responsive teaching, bilingual education, and the potential for misidentification or mislabeling of culturally diverse students. The strength and limitations of methodologies, such as qualitative case studies or quantitative surveys, should be examined to determine the validity and relevance of the findings.

When analyzing the article on Equality and Achievement, the focus is on understanding how educational practices, policies, or interventions aim to promote equal opportunities for all students and improve academic outcomes. Critical evaluation includes assessing the theoretical frameworks employed, such as equity-based models or standardized testing analyses, and considering their effectiveness (Ladson-Billings, 2006). The article's insights into persistent achievement gaps and strategies for closing these gaps are central to this review.

Throughout the critical reviews, it is important to apply the criteria outlined in the template—such as evaluating the clarity of the research questions, the appropriateness of research designs, the credibility of evidence presented, and the implications for educational practice or policy. The final synthesis should integrate insights from all three articles, discussing common themes, differences, and the overall contribution of current research to the field of education equity, diversity, and inclusion.

References

• Artiles, A. J., Rueda, R., Salazar, J., & Higareda, I. (2006). Within-group diversity in bilingual special education: A call for culturally and linguistically relevant models. Journal of Special Education, 39(2), 84-94.
• Ladson-Billings, G. (2006). From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools. Educational Researcher, 35(7), 3-12.
• Skiba, R. J., Polanin, J. R., & Williams, N. (2011). Disproportionality in School Discipline: Contributions of Health-Related Factors. American Journal of Public Health, 101(9), 1683–1688.