Janette Avelar
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Mail code: 1811Campus: Otherus
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Janette Avelar is a Research Analyst at the Center on Reinventing Public Education (CRPE) in the Mary Lou Fulton Teachers College at ASU. She primarily works with The Canopy Project, co-stewarded with Transcend, spotlighting student-centered and equity driven learning environments and analyzing trends among Canopy schools. She is passionate about open access data, and takes great pride in Canopy's annual work to create a free and open dataset for the public to learn about these schools alongside reports that highlight what schooling can be.
In addition to her work at CRPE, Janette is currently a PhD candidate at the University of Oregon in the Quantitative Research Methods in Education program specializing in Educational Data Science. Her primary research interests lie in understanding how the intersection of race and language shapes educational experiences for multilingual students, particularly through the role of education policy, with a focus on Spanish heritage learners and students classified as English learners. Her current research examines policy levers that can improve course access for secondary English learner-designated students, as part of the National Research and Development Center to Improve Education for Secondary English Learners.
Janette holds an MS in Educational Methodology, Policy, and Leadership from the University of Oregon and a BA in Spanish, English, and Latin American Studies from the University of Nebraska-Lincoln.
PhD University of Oregon (in progress)
Quantitative Research Methods in Education
Specialization: Data Science
MS University of Oregon (2023)
Educational Methodology Policy and Leadership
BA University of Nebraska-Lincoln (2019)
Majors: Spanish, English, Latin American Studies
Minors: Communication Studies
race, language, equity, multilingual students, multilingual policy, education policy, critical literacy, raciolinguistics, QuantCrit, Critical Discourse Analysis, innovation
Lucero, A., & Avelar J. (2023). “It’s probably still written by a white person”: Challenging assumptions about racial identity in a critical professional development course. Critical Discourse Studies, DOI: 10.1080/17405904.2022.2164788.
Avelar, J., Zyskind, K., & Daza, T. (2023). Prioritizing multilingual learners: How inclusive schools meet the needs of bilingual students and English learners. The Canopy Project.
Waite, C., & Avelar, J. (2023). Dreaming and designing the future of equitable, student-centered schools: What we’re learning from the Canopy project. The Canopy Project.
Vasquez Cano, M., Avelar, J., Thompson, K.D., Umansky, I. (September, 2023) Extra instructional time: Examining policy levers for English learner course access. https://www.elrdcenter.wested.org/resources-policy-levers-may-support-el-enrollment
Vasquez Cano, M., Avelar, J., Thompson, K.D., Umansky, I. (July, 2023) Bilingual education: Examining policy levers for English learner course access. https://www.elrdcenter.wested.org/resources-policy-levers-may-support-el-enrollment
Vasquez Cano, M., Avelar, J., Thompson, K.D., Umansky, I. (July, 2023) Counselor availability: Examining policy levers for English learner course access. https://www.elrdcenter.wested.org/resources-policy-levers-may-support-el-enrollment
Vasquez Cano, M., Avelar, J., Thompson, K.D., Umansky, I. (July, 2023) Teacher preparation: Examining policy levers for English learner course access. https://www.elrdcenter.wested.org/resources-policy-levers-may-support-el-enrollment
Umansky, I., & Avelar, J. (2022). Canaried in the coal mine: What the experiences and outcomes of students considered long-term English learners can teach us about pitfalls in English learner education…and what we can do about it. Journal of Education for Students Placed at Risk. https://doi.org/10.1080/10824669.2022.2123326.
Lucero, A., & Avelar, J. (2022). Exploring the challenges and possibilities of critical literacy pedagogy: K-8 teacher discussions about race in a virtual Professional Development course. English Teaching: Practice and Critique. doi: 10.1108/ETPC-05-2022-0065.
Fainstein, D., Avelar, J., Whitney, M., & Swinehart, J. (2021). Exploring prevalence rates of students with exceptionalities in British Columbia. International Journal of Technology and Inclusive Education, 10(1), 1654-1658. doi: 10.20533/ijtie.2047.0533.2021.0203.
Velasco, J.I., Velázquez, I., & Avelar, J. (2018). From Jesusita to Jane: Personal names, self-presentation and digital preservation of Mexican American experience in the US Midwest. Revista de Humanidades Digitales, 2, 49-76. doi: 10.5944/rhd.vol.2.2018.20413