Classroom Culture, Mathematics Culture, and the Failures of Reform: The Need for a Collective View of Culture

by Michele Gregoire Gill & David Boote
In mathematics education and beyond, various “cultural” arguments have been used to explain teachers’ resistance to change, yet these meanings of culture are often conflated. This article uses three distinct conceptions of culture—individual, interactional, and collective—to analyze the practice of one experienced mathematics teacher.
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The Need for Principal Renewal: The Promise of Sustaining Principals Through Principal-to-Principal Reflective Practice

by Eleanor Drago-Severson
This study offers insights into how 25 principals from public, private, and Catholic schools with varying levels of financial resources (i.e., high, medium, and low) renew themselves and prevent burnout, crucial for 21st-century school leaders.
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Rankings, Universities, and the Public Good

by Daniel Friedrich
In this brief reflection I seek to propose an alternative way of thinking about international rankings for universities, decoupling them from the logic of the market and instead linking them to the university’s mission as a space concerned with educating the public and producing knowledge for the common good. For this purpose, I draw from the example of the Universidad de Buenos Aires.