This paper analyzes how research has been misused in debates about the future of teacher education and offers several specific suggestions for improving the quality of this debate.
This study employs a relational teaching framework to examine the learning relationships among teachers and a full cohort of eighth-grade Black boys (N = 27) at a single-sex middle school for boys of color in New York City. In-depth interviews from a critical ethnography conducted at the school-site (during the 2011–2012 academic year) culled boys’ narratives of their teacher-student relationships, in order to illustrate how specific relational teaching strategies supported Black boys’ engagement and learning.
This article outlines the imperative for strengths-based research to counter deficit perceptions and perspectives of Black males in contemporary discussions of their school achievement in the United States. The importance of young men of color in shaping research agendas, practice, and public policy is argued followed by a brief overview of the papers featured in the special issue “Erasing the Deficits: ‘My Brother’s Keeper’ and Contemporary Perspectives on Black Male School Achievement.”
This article examines the ways in which African American male students navigate racial microaggressions while attending a culturally diverse high school.
This study examines the relationships between teacher sorting practices, course enrollment patterns, extracurricular activities, and student outcomes for high-achieving Black males in high school.
The purpose of this study is to examine the Response to Intervention (RTI) implementation process in two culturally diverse, urban schools. The authors describe the process of large scale RTI implementation through the lens of Systems Change Theory.
In this article, a typology for an online Socrates Café discussion forum emerges from the theoretical framework of pedagogical and dispositional components guiding the pedagogy. The typology may assist instructors to create and sustain purposeful online discussion forums that engage students in deliberative discussion.
Maintaining rigorous and equitable classroom discourse is a worthy goal, yet there is no clear consensus of how this actually works in a classroom. This mixed-method study examines differences in discourse within and across classroom episodes (warm-ups, small group conversations, whole group conversation, etc.) that elevate, or fail to elevate, students’ explanatory rigor in equitable ways.
Do teacher knowledge and instructional quality grow in the first two years of teaching? Are they related to each other? The authors examine these questions with a sample of 45 middle school math teachers in their first two years of teaching, from 11 districts in four states.
This study examined whether the National Science Foundation’s Discovery Research in K–12 program has made a unique contribution to the research in the fields of science and mathematics education for English language learners (ELLs). We compared research from ELL science and mathematics projects that were funded by the program with research in these fields in terms of research topics, design, methods, outcomes, and researcher expertise.
This study examines the relationship between teacher-reported culturally responsive beliefs and behaviors and grade 3–5 Latino students’ reading outcomes.
This article analyzes the act of teacher political disclosure using both the democratic and interpersonal aspects of Foucault’s notion of parrhēsia.
Guided by Weidman’s Undergraduate Socialization Theory, this study explores factors influencing the educational expectations and progress of students at a public 2-year college in a Midwestern state.
Introduction to the Special Issue
At the turn of the 20th Century, a surprising series of events occurred in Spain, including the loss of its overseas colonies, which sent the country into a state of confusion and provoked strong political tensions within. Simultaneously its cultural scene developed a fascinating degree of momentum. Spain became the cradle of some of the world’s foremost painters, poets, writers, and intellectuals, including the Catalan pedagogue Ferrer i Guàrdia (1859-1909), who became a world figure with his educational project, the Modern School.
For the more than 20,000 working-class women who participated in the Free Women movement in Spain, women’s sexuality was a key topic in both their process of empowerment and their claims and activities. The objective of this paper is to explore the ways in which this movement helped improve the personal lives of women in that period, and to analyze how it contributed to sexual education and encouraged other women to have sexual and affective relationships free of violence.
The article analyzes the democratic organization of the Adult School of La Verneda-Sant Martí in Barcelona, Spain. The school is relevant at the international level because of its trajectory and its contributions to the transformative movement in democratic education.
This article studies the origins of democratic adult education in Spain by examining historical educational experiences such as the libertarian movement and the influences of social and educational theories, including Paulo Freire’s work.
Introduction to the special issue on Milliken v. Bradley.
The purpose of this study is to examine the context and contradictions in Milliken. In doing so, we review select federal school desegregation cases that informed the judicial and plaintiff’s thinking in Milliken, and provide an in-depth description of the city of Detroit and Detroit Public Schools, prior to and during Milliken. We also analyze how the Milliken decision reinforced what we refer to as the “contours of privilege” as well as materialized property rights for white, suburban students and school districts at the expense of African American students in Detroit Public Schools.
This theoretical article examines the historical underpinnings of racialized policy discrimination in Detroit. With a backdrop of Detroit’s restrictive residential racial covenants, the Sweet Trials, the Detroit Race Riot of 1943, the destruction of Black Bottom, the refusal to place mass transit systems in Detroit, and more recently, the racialized implementation of Emergency Management Laws, we argue that White actions toward Detroit are based on deep-rooted and historical biases, stereotypes, and fears of Blacks.
This article examines the contemporary implications of the Milliken v. Bradley (1974) decision for educational inequality between school districts in U.S. metropolitan areas.
In this article, we draw on the concepts of place and race to understand interview data from three experts on education segregation and desegregation to shed light on the nature and complexity of Milliken that are under-explored in public and policy discourses and examinations.
In this article, I consider school desegregation as a form of social justice for blacks and racial equality for all, 40 years post-Milliken. Drawing from research on school desegregation as social justice and Bell’s theory of interest convergence, I argue that integration and equality in the post-Civil Rights Era requires attention to the competing visions of social justice I describe as black equality and white freedom.
Nathanial Jones was born May 12, 1926, in Youngstown, Ohio, and served as the general counsel for the NAACP from 1969–1979. During that time, he litigated the Milliken v. Bradley case before the U.S. District Court in 1971 and the U.S. Supreme Court in 1974. Our conversation with the Honorable Judge Nathanial Jones entails his reflections about Milliken 40 years later, origins of his involvement in the case, and suggestions for school desegregation advocates in the 21st century. To begin, we briefly describe Milliken and how the conversation with Judge Jones came about. We organized our conversation around topical areas about the case, which reflect our interview questions.